K-3 English Language Arts Common Core State Standards Job Alike Session #1 – Overview of ELA CCSS 3:00 – 4:30 & 3:30 – 5:15

Objective #1:Preparing Teachers and Students for CCSS

2010-2011

2011-2012

2012-20132013 – 2014

2014 -2015

YOU ARE HERE

K-3 Roll Out

4-5 Roll Out

CCSSAssessmentsBegin

Objective #2: Closing the Achievement Gap and Meeting 3rd Grade Milestone

2011-2012 School Year• 74% of 3rd graders met or exceeded reading

benchmarks• 1 out of 4 3rd grade students are not reading at

grade level by end of grade 3• 86% of 3rd grade White students met or

exceeded benchmarks• 53% of 3rd grade Black students met or exceeded

benchmarks• 56% of 3rd grade Hispanic students met or

exceeded benchmarks

Cluster DataLincoln Cluster:90% of 3rd graders met

or exceeded91% of 3rd grade

White students met or exceeded benchmarks

57% of 3rd grade Black students met or exceeded benchmarks

72% of 3rd grade Hispanic students met or exceeded benchmarks

Wilson Cluster: 85% of 3rd graders met

or exceeded88% of 3rd grade

White students met or exceeded benchmarks

53% of 3rd grade Black students met or exceeded benchmarks

74% of 3rd grade Hispanic students met or exceeded benchmarks

Cluster DataMadison:67%of 3rd graders met

or exceeded84% of 3rd grade

White students met or exceeded benchmarks

53% of 3rd grade Black students met or exceeded benchmarks

44% of 3rd grade Hispanic students met or exceeded benchmarks

Grant Cluster: 89% of 3rd graders met

or exceeded92% of 3rd grade

White students met or exceeded benchmarks

61% of 3rd grade Black students met or exceeded benchmarks

62% of 3rd grade Hispanic students met or exceeded benchmarks

Cluster DataRoosevelt Cluster:57of 3rd graders met or

exceeded69% of 3rd grade

White students met or exceeded benchmarks

53% of 3rd grade Black students met or exceeded benchmarks

47% of 3rd grade Hispanic students met or exceeded benchmarks

Jefferson Cluster: 64% of 3rd graders met

or exceeded80% of 3rd grade

White students met or exceeded benchmarks

54% of 3rd grade Black students met or exceeded benchmarks

57% of 3rd grade Hispanic students met or exceeded benchmarks

Cluster DataFranklin Cluster:74% of 3rd graders met

or exceeded82% of 3rd grade

White students met or exceeded benchmarks

44% of 3rd grade Black students met or exceeded benchmarks

59% of 3rd grade Hispanic students met or exceeded benchmarks

Cleveland Cluster: 83% of 3rd graders met

or exceeded89% of 3rd grade

White students met or exceeded benchmarks

63% of 3rd grade Black students met or exceeded benchmarks

50% of 3rd grade Hispanic students met or exceeded benchmarks

Locate Yourself on the Compass• As a result of your conversation about the achievement gap in

your cluster, locate yourself on the Courageous Conversation Compass.

• Share with a partner.

Job Alike SessionsSession Topics

#1 Introduction to ELA CCSS

#2 Reading Foundational Skills

#3 Reading Foundational Skills

#4 Reading for Literature

#5 Reading for Informational Text

#6 Language (Vocab, Grammar, Usage)

#7 Writing & Language (Spelling, Punctuation, Capitalization

#8 Listening, Speaking and Assessment

Content and Language ObjectivesContent Objectives:• Teachers will understand the organization and key

vocabulary of the ELA Common Core State Standards• Teachers will understand the Common Core Shifts

• Language Objectives:• Teachers will read and write to identify key ideas and

vocabulary of the ELA CCSS

Pre-assessment

What do you already know about the organization and key vocabulary of the ELA CCSS? • 1 – I know nothing about them• 2 – I have heard of them • 3 – I have read part or all of them• 4 – I can talk knowledgeably with others about

them• 5 – I can teach them to others

Place a yellow dot on the appropriate poster. We will end the session with a post assessment.

Common Core Shifts

Read and highlight key ideas and vocabulary. .

Shifts and Implications for K-3

Shift 1: Increase Reading of Informational TextSF meets criteria for balance between literature and informational texts.

Shift 2:Text Complexity for Grade 2-3Grade 3 - SF meets criteria Grade 2 – SF complexity range falls slightly below CCSS expectations.

Shifts and Implications for K-3

Shift 3: Academic VocabularyScott Foresman includes explicit and systematic academic vocabulary instruction.

Shift 4: Text-based AnswersQuestions at end of anthology selections need be revised tomeet criteria of ELA CCSS.

Shifts and Implications for K-3

Shift 5: Increase Writing from SourcesTeachers need to emphasize using evidencefrom texts when teaching informational, persuasiveand research writing units. Additionalunits for opinion writing need to be included.

Shift 6: Literacy Instruction in All Content AreasIntended for middle and high-school

Common Core State Standards

• Adopted by 45 states• CCSS Adopted by Oregon

in October 2010• Developed by -State Departments of Education -Researchers -Professional Education Organizations -Teachers -Parents and Students

Design, Organization & Key Vocabulary

Four Strands Reading

Reading Literature (RL) Reading Informational Text (RI) Reading Foundational Skills (RF)

Writing (W) Speaking and Listening (SL) Language (L)

Design, Organization and Key Vocabulary

College and Career Readiness (CCR) Anchor Standards• Broad expectations

consistent across grades and content areas• Based on evidence

about college andworkforce

trainingexpectations

Design, Organization & Key Vocabulary

K−3 Standards• Grade-specific end-of-

year expectations• Cumulative

progression of skills and understandings

• One-to-one correspondence with CCR standards

CCSS Treasure Hunt

• Work with a partner.• Skim and scan the K-3

Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt.

(20 minutes)• Check for Understanding.

Using the Answer Key provided, work with your table to check your answers. (5 minutes)

Post-assessment

• After today’s session, how would you rate your knowledge of key vocabulary and organization of the CCSS document?• 1 – I know nothing about them• 2 – I have heard of them • 3 – I have read part or all of them• 4 – I can talk knowledgeably with someone about them• 5 – I can teach them to others

Place a blue dot on the appropriate poster.

Thanks for ComingNext Session - Bring:

• SF Teacher Edition Unit #2 • ELA Common Core State

Standards